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TESTING RECALL OF CORRECTIVE FEEDBACK: AN ACTION-RESEARCH STUDY
BY JARED TRAVIS
TEXAS TECH UNIVERSITY
CORRECTIVE FEEDBACK DEFINED
Corrective feedback is –
• error treatment (Faneslow, 1977)
• a frequent component of in-class instruction (Lyster & Ranta, 1997; Alwright, 1984; Norris & Ortega, 2000)
• used to correct a variety of errors in a variety of ways (Chaudron, 1977; Lyster & Ranta, 1997)
CORRECTIVE FEEDBACK DEFINED
Some researchers -
• argue against corrective feedback (Krashen, 1981, 1982; Truscott, 2007)
• report limited effectiveness (Russell & Spada, 2006; Li, 2010)
However, corrective feedback has received tremendous attention in L2 research.
PAST RESEARCH
Uptake ~
• Originally, uptake was what learners learned during class (Alwright, 1984; Slimani, 1992)
• Uptake was redefined by Lyster & Ranta (1997)• If students responded to CF• If student repair occurred
• What forms of CF leads to most uptake?• Panova & Lyster (2002) showed that recast is the most
common form of CF but with limited uptake• more explicit forms of CF lead to most uptake.
PAST RESEARCH
Perception ~
• CF is not completely perceived by students.
• Regarding corrected item types: • Mackey, Gass & McDonough (2000) reported:
• Lexical items easily perceived (80%)• Morphological items (13%)
• Types of CF:• Egi (2010) - 46% of recasts perceived• Rassaei (2013)
• 33% recasts perceived• 58% explicit CF perceived
PAST RESEARCH
Noticing ~
• CF enhances noticing (Li, 2010)
• Adams (2003) using stimulated recall (video-recorded and delayed) showed students need more than one opportunity to notice and recall written reformulations
• Philp (2003) using immediate recall indicated:• short recasts are easier to recall than long recasts• One recasted item easier to recall than multiple
recasted items
GAP IN RESEARCH
Stimulated recall and immediate recall has been used in past studies to measure recall of CF.
But, there is no past L2 CF research that used delayed rote recall of CF.
CURRENT STUDY
This study focuses on testing recall of corrective feedback through action research (Alwright, 1984).
Action-research Design adapted from Calvert & Sheen (2014):
1) identifying the problem
2) initial action
3) examining the results
4) reflection and planning for further action
IDENTIFYING THE PROBLEM
Student complaints during 2014 ITA ESL summer workshop:
• CF after an oral presentation was unclear, but ...
• CF could not be recalled by the student
What happens to CF once given by a teacher?
IDENTIFYING THE PROBLEM
Research Questions:
1. After a performance, does the student recall corrective feedback as evidenced within a feedback reflection form?
2. What are the characteristics of the recalled corrective feedback?
3. To what extent does the student recall corrective feedback as evidenced by the number of correct feedback items?
INITIAL ACTION
Twelve international teaching assistant (ITA) candidates participated.
• China, Sri Lanka, Japan, Taiwan, Korea, and Mexico• All upper-intermediate to advanced learners• Mid 20s to mid 40s
Students were assigned audio-recorded oral presentations as part of in-class instruction or tutoring times followed with CF.
• 5 students participated two times
INITIAL ACTION
Feedback Reflection Form was designed for students to write down recalled CF (Slimani, 1992)
1. Initial form asked recall of 3 items
2. Modified form asked recall of all CF items
INITIAL ACTION
(1) Seven students filled out the feedback reflection form for
homework due the next day of class (initial feedback form)
(2)
(3)(4)
INITIAL ACTION
(1) Seven students filled out the feedback reflection form for
homework due the next day of class (initial feedback form)
(2) Three students after tutoring completed the feedback reflection form for homework due the next day of class (modified feedback
form)
(3)(4)
INITIAL ACTION
(1) Seven students filled out the feedback reflection form for
homework due the next day of class (initial feedback form)
(2) Three students after tutoring completed the feedback reflection form for homework due the next day of class (modified feedback
form)
(3) Seven students were given written CF. The following day, their recall of the written CF was tested
(modified feedback form)(4)
INITIAL ACTION
(1) Seven students filled out the feedback reflection form for
homework due the next day of class (initial feedback form)
(2) Three students after tutoring completed the feedback reflection form for homework due the next day of class (modified feedback
form)
(3) Seven students were given written CF. The following day, their recall of the written CF was tested
(modified feedback form)
(4) Five students listened to the audio-recording of a previous
presentation and completed a follow-up feedback reflection form as
homework (modified feedback form)
EXAMINING THE RESULTS
All CF given was transcribed in brief.
Both transcribed CF and recalled CF was charted for side-by-side comparison.
17 total transcripts were compiled
• 12 individual students• 5 participated two times• 5 did the follow-up
EXAMINING THE RESULTS
Research Question 1.
After a performance, does the student recall corrective feedback as evidenced within a feedback reflection form?
• Accuracies: in all instances but one, students reported at least one item of CF.
• Inaccuracies: four types of inaccuracies were discovered in student reports.
Examples of accuracies:
EXAMINING THE RESULTS
Teacher corrective feedback: Student reported:
lack of prominence in answering questions
When I answer a question from a student, I do not use as much prominence as I do in my teaching
Examples of accuracies:
EXAMINING THE RESULTS
Teacher corrective feedback: Student reported:
lack of prominence in answering questions
When I answer a question from a student, I do not use as much prominence as I do in my teaching
started speech paragraphs high and ended high rather than ending low
Use high pitch when starting speech paragraphs and low pitch when ending the speech paragraphs
Examples of accuracies:
EXAMINING THE RESULTS
Teacher corrective feedback: Student reported:
lack of prominence in answering questions
When I answer a question from a student, I do not use as much prominence as I do in my teaching
started speech paragraphs high and ended high rather than ending low
Use high pitch when starting speech paragraphs and low pitch when ending the speech paragraphs
Saying ‘gross’ instead of ‘growth’ changes meaning which is not the topic; ‘thing’ not ‘sing’
Several pronunciation mistakes, eg thing, growth
[in follow-up]Correct pronunciation of growth, species, thing, etc.
EXAMINING THE RESULTS
Inaccuracies:
a) reporting incorrectly a specific error
b) reporting CF that was not ever provided
c) reporting vague remarks
d) and reporting non-CF items
EXAMINING THE RESULTS
Inaccuracies:
a) reporting incorrectly a specific error
b) reporting CF that was not ever provided
c) reporting vague remarks
d) and reporting non-CF items
EXAMINING THE RESULTS• reporting incorrectly a specific error
Teacher corrective feedback: Student reported:
Don’t end with an awkward pause; ask a question to wrap up the presentation
I should have asked a teaching question in the middle of the teaching, not after the teaching, in order to make and keep students awake
EXAMINING THE RESULTS• reporting incorrectly a specific error
Teacher corrective feedback: Student reported:
Don’t end with an awkward pause; ask a question to wrap up the presentation
I should have asked a teaching question in the middle of the teaching, not after the teaching, in order to make and keep students awake
Word stress errors on ‘previously’ and pitch and tone error on ‘unfortunately’
corrected my pronunciation like ‘previously’ and ‘unfortunately’
EXAMINING THE RESULTS• reporting incorrectly a specific error
Teacher corrective feedback: Student reported:
Don’t end with an awkward pause; ask a question to wrap up the presentation
I should have asked a teaching question in the middle of the teaching, not after the teaching, in order to make and keep students awake
Word stress errors on ‘previously’ and pitch and tone error on ‘unfortunately’
corrected my pronunciation like ‘previously’ and ‘unfortunately’
Need falling tone on ‘itself’, the last word in the list
strong prominence on ‘itself’
EXAMINING THE RESULTS• reporting CF that was not ever provided
Teacher corrective feedback: Student reported:
Made 14 different corrections; no reference to pitch
not good pitch is used
EXAMINING THE RESULTS
reporting CF that was not ever provided
Teacher corrective feedback: Student reported:
Made 14 different corrections; no reference to pitch
not good pitch is used
Made 5 different corrections; no reference to speech paragraphs
[in follow-up]Need to pay attention on beginning new paragraphs and end with a low pitch.
EXAMINING THE RESULTS• reporting CF that was not ever provided
Teacher corrective feedback: Student reported:
Made 14 different corrections; no reference to pitch
not good pitch is used
Made 5 different corrections; no reference to speech paragraphs
[in follow-up]Need to pay attention on beginning new paragraphs and end with a low pitch.
Made 11 different corrections; no reference to transition words
I need to use transition words to move one point to another.
EXAMINING THE RESULTS
Research Question 1.
After a performance, does the student recall corrective feedback as evidenced within a feedback reflection form?
• Answer: students can recall some elements of corrective feedback, but the recall test showed many inaccuracies.
EXAMINING THE RESULTS
Research Question 2.
What are the characteristics of the recalled corrective feedback?
• Generic reports with no connection between recalled CF and specific error
EXAMINING THE RESULTSTeacher corrective feedback: Student reported:
Give falling tone on this utterance ending ‘species are’ and ‘Fungi’ needs a falling tone if at the end of utterance.
Tones (varied)
EXAMINING THE RESULTSTeacher corrective feedback: Student reported:
Give falling tone on this utterance ending ‘species are’ and ‘Fungi’ needs a falling tone if at the end of utterance.
Tones (varied)
Make eye contact with the whole class Eye contact
EXAMINING THE RESULTSTeacher corrective feedback: Student reported:
Give falling tone on this utterance ending ‘species are’ and ‘Fungi’ needs a falling tone if at the end of utterance.
Tones (varied)
Make eye contact with the whole class Eye contact
Word stress by running through a few syllables quickly
Word stress
EXAMINING THE RESULTSTeacher corrective feedback: Student reported:
Give falling tone on this utterance ending ‘species are’ and ‘Fungi’ needs a falling tone if at the end of utterance.
Tones (varied)
Make eye contact with the whole class Eye contact
Word stress by running through a few syllables quickly
Word stress
Follow the required Q & A cycle; no paraphrasing or confirming answer
No paraphrasing
EXAMINING THE RESULTSTeacher corrective feedback: Student reported:
Give falling tone on this utterance ending ‘species are’ and ‘Fungi’ needs a falling tone if at the end of utterance.
Tones (varied)
Make eye contact with the whole class Eye contact
Word stress by running through a few syllables quickly
Word stress
Follow the required Q & A cycle; no paraphrasing or confirming answer
No paraphrasing
At end of statement/sentence, falling tone is needed. Give rising tone on ‘database’ since location in middle of sentence. Corrected early rising tone on ‘McLaughlin says’.
“[Instructor] pointed my mistake in using tone. And he asked me to differentiate the rising tone, falling tone and level tone.
EXAMINING THE RESULTS
Research Question 3.
To what extent does the student recall corrective feedback as evidenced by the number of correct feedback items?
• The total number of teacher CF items and recalled items were tabulated in approach two and three.
• Exclusions: approach one recalled CF, approach four (follow-up), and inaccuracies.
EXAMINING THE RESULTSTable 1Comparison of Corrective Feedback Items and Recalled Items
Teaching Context Student Corrective
Feedback items Recalled % recalled
Tutoring 1 7 0 0%
2 19 5 26%
3 19 2 11%
In class 4 21 5 24%
5 11 3 27%
6 23 14 61%
7 14 5 36%
8 12 6 50%
9 9 4 44%
10 14 4 29%
REFLECTION AND PLANNING FOR FURTHER ACTION
1. The results show that students are unable to recall large or detailed portions of CF.
Do you as the teacher desire to use CF?
If so, consider:
• explaining that CF (oral and written) is a type of instruction• the extent it is essential students pay attention to CF• if CF will be used for later application• how students need to treat that CF
REFLECTION AND PLANNING FOR FURTHER ACTION
2. Students need to be trained to notice CF, especially the corrective nature in response to an error.
REFLECTION AND PLANNING FOR FURTHER ACTION
3. As part of the training of CF, maintaining a connection with the CF and the specific error source may help with later production.
REFLECTION AND PLANNING FOR FURTHER ACTION
3. As part of the training of CF, maintaining a connection with the CF and the specific error source may help with later production.
Corrective feedback example connected to specific error source.
Teacher corrective feedback:
Give prominence on key word ‘porosity’
Student recall should not be...need prominence
Should be ...I need prominence on ‘porosity’. It’s the key word.
REFLECTION AND PLANNING FOR FURTHER ACTION
4. In light of the preceding three points of reflection, a teacher who decides to employ CF needs to consider requiring students record CF.
• In their textbook• Their course notebook• Separate CF journal• Test recall of CF daily
QUESTIONS AND COMMENTS
THANK YOU!